Cultural Humility: Collaborating with English Learner Families and Promoting Welcoming Schools
Our workshops (with online options) are designed to give Educators, Parent Instructional Coordinators, Parent Liaisons, School Counselors and School Administrators, an overview of evidence-based tools to collaborate effectively with English Learner families and foster family engagement. Through highly-interactive small group activities, we discover creative ways to strengthen cultural and linguistic bridges with multicultural school communities. Topics include:
- Developing and practicing a process of self-awareness and reflection
- Fostering respectful partnerships with families and students of diverse cultural backgrounds
- Exploring similarities and differences between the school's and the English Learner's priorities and goals in terms of engagement and student achievement
- Developing tolerance to diverse points of view
- Training interpreters and bilingual personnel to become effective cultural brokers
- Recognizing the influence of non-verbal communication
- Establishing effective and lasting cultural bridges with parents and students of diverse backgrounds
- Practicing Cultural Humility* to foster welcoming schools
Please contact us at sesoincga@gmail.com for additional information.
* What is Cultural Humility? “The approach of cultural humility goes beyond the concept of cultural competence to encourage individuals to identify their own biases and to acknowledge that those biases must be recognized. Cultural competency implies that one can function with a thorough knowledge of the morals and beliefs of another culture; cultural humility acknowledges that it is impossible to be adequately knowledgeable about cultures other than one's own. Cultural humility requires us to take responsibility for our interactions with others beyond acknowledging or being sensitive to our differences.”
Levi, Amy. “The Ethics of Nursing Student International Clinical Experiences” Journal of Obstetric, Gynecologic, and Neonatal Nursing. Vol. 38, No. 1, pp. 94-99 (2009).